科目: 來源:專項題 題型:閱讀理解
So long as teachers fail to distinguish between teaching and learning, they will continue to
undertake to do for children that which only children can do for themselves. Teaching children
to read is not passing reading on to them. It is certainly not endless hours spent in activities
about reading. Douglas insists that "reading cannot be taught directly and schools should stop
trying to do the impossible."
Teaching and learning are two entirely different processes. They differ in kind and function.
The function of teaching is to create the conditions and the climate that will make it possible for
children to devise the most efficient system for teaching themselves to read. Teaching is also a
public activity: It can be seen and observed.
Learning to read involves all that each individual does to make sense of the world of printed
language. Almost all of it is private, for learning is an occupation of the mind, and that process
is not open to public scrutiny.
If teacher and learner roles are not interchangeable, what then can be done through teaching
that will aid the child in the quest (探索) for knowledge? Smith has one principal rule for all
teaching instructions. "Make learning to read easy, which means making reading a meaningful,
enjoyable and frequent experience for children."
When the roles of teacher and learner are seen for what they are, and when both teacher and
learner fulfill them appropriately, then much of the pressure and feeling of failure for both is
eliminated. Learning to read is made easier when teachers create an environment where children
are given the opportunity to solve the problem of leaning to read by reading.
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科目: 來源:同步題 題型:閱讀理解
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科目: 來源:河北省月考題 題型:閱讀理解
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科目: 來源:同步題 題型:閱讀理解
Habits are a funny thing. We reach for them mindlessly, setting our brains on autopilot and
relaxing into the unconscious comfort of familiar routine. "Not choice, but habit rules the
unreflecting creatures." William Wordsworth said in the 19th century. In the everchanging 21st
century, even the word "habit" carries a negative meaning.
So it seems contradictory to talk about habits in the same context as innovation (創(chuàng)新). But
brain researchers have discovered that when we consciously develop new habits, we create
parallel paths, and even entirely new brain cells, that can jump our trains of thought onto new,
innovative tracks.
Rather than dismissing ourselves as unchangeable creatures of habit, we can instead direct
our own change by consciously developing new habits. In fact, the more new things we try, the
more creative we become.
But don't bother trying to kill off old habits; once those ruts of procedure are worn into the
brain, they're there to stay. Instead, the new habits we deliberately press into ourselves create
parallel pathways that can bypass those old roads.
"The first thing needed for innovation is attraction to wonder," says Dawna Markova, author
of The Open Mind. "But we are taught instead to 'decide', just as our president calls himself 'the
Decider'. " She adds, "however to decide is to kill off all possibilities but one. A good innovational
thinker is always exploring the many other possibilities."
"All of us work through problems in ways of which we're unaware," she says. Researchers in
the late 1960s discovered that humans are born with the ability to approach challenges in four
primary ways : analytically, procedurally, collaboratively (合作地) and innovatively. At the end
of adolescence, however, the brain shuts down half of that ability, preserving only those ways of
thought that have seemed most valuable during the first decade or so of life.
The current emphasis on standardized testing highlights analysis and procedure, meaning that
few of us use our innovative and collaborative ways of thought. "This breaks the major rule in the
American belief system that anyone can do anything," explains M. J. Ryan, author of the 2006
book This Year I Will... and Ms Markova's business partner. "That's a lie that we have preserved,
and it fosters commonness. Knowing what you're good at and doing even more of it create
excellence." This is where developing new habits comes in.
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科目: 來源:安徽省期中題 題型:閱讀理解
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科目: 來源:廣東省模擬題 題型:閱讀理解
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科目: 來源:河南省模擬題 題型:閱讀理解
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科目: 來源:北京期中題 題型:閱讀理解
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科目: 來源:廣東省期中題 題型:閱讀理解
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科目: 來源:廣東省月考題 題型:閱讀理解
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以下是五人所遭遇的情況,請匹配適合他們的應(yīng)對措施. 1.Liz is a housewife and lives in a high building. One day when she was cooking, she heard some people crying "fire". A house near hers was on fire. 2.Anthony is a student journalist in the university. One day, he met a big black dog on his way to an important interview. The dog bit him deeply. 3.Jeremy, a cook, sometimes cuts his hands during processing his food. But this time, he ate mushroom carelessly which may be poisonous. 5.Lisa found a drowning man near a river. Someone had rescued him but he fell in a faint and didn't breathe. How to help him? 5.Janet, a policewoman, often deals with some accidents. Today, she came to the scene of an accident where a girl lying on the ground is bleeding. It seemed that she was badly hurt. |
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